BIL 4350/5350: Methods and Materials for Teaching English as a Second Language
Thursday 5-7:50 pm Fall 2008
Instructor: Dr. Kathleen McInerney
Office: Education 245
Office hours: T 9-1; Th 4-5 and by appt.
(773) 995-2066 khmcinerney@gmail.com
ADA: Chicago State University complies with the Americans with Disabilities Act in making reasonable accommodations for students with disabilities. If you have an established disability as defined in the ADA and would like to request accommodations, please see the instructor as soon as possible. You should also contact Disabled Student Services in Room 192, Student Union Building at: 773-995-4401.
This course follows the CSU College of Education Conceptual Framework (PACTS), preparing all candidates to succeed in helping urban children learn by promoting: Professionals who are knowledgeable and competent practitioners. As professionals, they will exhibit appropriate skills, dispositions and ability to develop best practices and Assessments for effective instruction for K-12 learners in an urban setting. Our candidates show evidence of requisite Content Knowledge competences and proficiencies that incorporate Technology and impact students learning. Teaching and learning are informed by Standards to maximize the preparedness of candidates and to maintain the effectiveness of the Unit.
COURSE PREREQUISITIES: BIL 365 (3100) or Consent of the department
COURSE DESCRIPTION: Techniques, methods and materials for teaching English as a Second Language. Development of a unit and lesson plans appropriate for LEP children. Students will be placed in ESL classrooms where they will conduct twenty hours of supervised tutoring.
COURSE OBJECTIVES:
As a result of their classroom and clinical learning experiences students will be able to:
1. construct learning experiences that display an integration of skills across disciplines;
2. adapt materials, instructional methods and assessment to meet the needs of second language learners based on study of implications of current research findings and innovative teaching techniques;
3. analyze data collected in field experience to be used to inform instructional planning;
4. align content, objectives, and teaching behaviors to the selection and analysis of teaching and evaluation materials for students;
5. apply a variety of developmentally appropriate experiences that demonstrate varied approaches to knowledge construction and second language development.
ASSESSMENT/CURRICULUM ALIGNMENT CHART
1. Key: CF = Conceptual Framework; IPTS = Illinois Professional Teaching Standards; CLAS = Core Language Arts Standards; TS = Technology Standards; and CS= Content Area Standards
CURRICULUM ALIGNMENT CHART
Key: CF = Conceptual Framework; IPTS = Illinois Professional Teaching Standards; CLAS = Core Language Arts Standards; TS = Technology Standards; and CS= Content Area Standards
COURSE REQUIREMENTS AND ASSIGNMENTS:
The following are descriptions of required assignments. You will also receive assignment sheets with specific directions for completion of written and oral assignments, as well as evaluation criteria. In general, effort and insightful thought will be rewarded in this course.
1. ESL Toolkit
This toolkit will serve as a resource for you as well as for teachers internationally: in partnership with Centro de Estudios Intermericanos in Cuenca, Ecuador, we will publish electronic copies of the ESL Toolkit on your internet wikispace. Your lesson plans (above) will be included in the handbook as well as teaching resources gathered from other sources. Time will be devoted in class to creating and publishing the ESL Toolkit. 20 pts.
2. Five Lesson Plans
You will design two lesson plans using the SIOP lesson plan format (Appendix B) 20 pts.
3. Microteaching and Analysis
You will deliver an abbreviated version (20 minutes) of one of the required lesson plans (#2) in our class. Peers will evaluate your lesson using the SIOP (Appendix A pp. 222-229). 20 pts.
4. Field Hours and FH journal (20 hours)
You will be completing 18 field hours in your own classroom as well as two field hours observing and evaluating (using SIOP) two peers implementing a SIOP lesson. You will write a 1-page journal entry for each field hour, focusing your observations on ELL teaching and learning. Journal entries are informal and may be handwritten in a small notebook. Evaluations of peers will not be turned in to me, but your response to observing as well as being observed should be addressed in your journal. You may turn in your journal any time all requirements are completed. An e-journal is fine too. 20 pts.
Attendance and participation: In order to fully participate in class students must be present for the discussion. If a student must miss a class or will be late, he/she is required to contact the instructor by phone or e-mail. University policy states that a student can be dropped from a class if he/she misses two or more class sessions.
E-mail/Blackboard: All students must have an active CSU e-mail address and be able to handle e-mail correspondence. This course will be supported by Blackboard and a CSU e-mail address is required. Some of the assignments in the class must be e-mailed and it will be the best form of communication between the group and the instructor.
GRADING POLICY:
A = 100-93 points B = 92-84 points C = 83-75 points D = 74-66 points F = 65 and below points
Required Texts
Echeviarria, Making Content Comprehensible for English Language Learners: The SIOP Model (3rd edition)
Academic Honesty Policy: All work in this class must be the student’s own work. Cheating, plagiarism or other academic dishonesty is clearly a serious violation of academic standards and will be dealt with accordingly. Also see the CSU Catalog for information related to academic honesty. Appropriate acknowledgements must be provided for all work referenced.
Evacuation Procedure Request: In order to maximize emergency preparedness, students who may need assistance in evacuating the building are asked to inform their instructors at the beginning of each semester. This request is made only to improve the safety of all members of the CSU community.
Religious Observances: Please let me know if you will need to miss class for this reason.
Extra credit: volunteer at the Teachers for Social Justice Curriculum Fair at Orozco School on Saturday, November 22. Write a paragraph or two on our wikispace about what you gained from workshops/handouts/conversations. www.teachersforjustice.org (5)
Agenda Course introduction
9/3 1.Introducing Sheltered Instruction. Demographic Changes. English Learner Diversity. School Reform and Accountability in the 21st Century. Academic Literacy. Changes in Instructional Practice for English Learners. The Sheltered Instruction Observation Protocol. The SIOP Model. Implementing the SIOP Model: Getting Started.
2. Lesson Preparation.
Content Objectives Clearly Defined for Students.Language Objectives Clearly Defined for Students. Writing Language and Content Objectives. Content Concepts Appropriate for Age and Eductaional Background. Supplementary Materials Used to a High Degree.Adaptation of Content to All Levels of Student Proficiency. Meaningful Activities That Integrate Lesson Concepts with Language Practice. Using the SIOP Protocol. The Lesson.
9/10 3. Building Background.
Concepts Linked to Students' Background. Links Made Between Past Learning and New Concepts. Key Vocabulary Emphasized.Developing Content Language. Developing School Language. The Lesson.
4. Comprehensible Input.
Appropriate Speech for ELLs. Explanation of Academic Tasks. Use of Techniques. The Lesson.
9/17 5. Strategies.
Strategies. Scaffolding Techniques. Questioning. The Lesson.
6. Interaction.
Opportunities for Interaction. -Oral Language Development -Other Opportunities for Interaction, Grouping Configurations. Wait Time. Clarify Key Concepts in L1.The Lesson.
9/24 7. Practice/Application.
Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content. Activities Provided for Students to Apply Content and Language Knowledge. Activities that Integrate all Language Skills. The Lesson. Lesson plans due.
10/1 8. Lesson Delivery.
Content Objectives Clearly Supported by Lesson Delivery. Language Objectives Clearly Supported by Lesson Delivery. Meeting Content and Language Objectives, Students Engaged 90% - 100% of the Period, Pacing of Lesson Appropriate to Students' Ability Levels, The Lesson.
9.Review/Assessment.
Review of Key Vocabulary. Review of Key Content Concepts. Providing Feedback on Student Output. Assessment of Lesson Objectives. The Lesson.
10/8 10. Issues of Reading Development and Special Education for English Learners.
Issues of Reading Development and Assessment. Issues Related to Special Education. Special Education Services: When are They Appropriate? Assisting Struggling Learners. Students with Special Needs.
10/15 11. Effective Use of the SIOP Protocol.
Scoring and Interpretation of the SIOP Protocol. Assigning Scores Not Applicable (NA) Category Calculating Scores, Sample Lesson Using SIOP Scores and comments. Reliability and Validity of the SIOP.
10/22 Toolkit workshop (good week for peer observations)
10/29 Internet workshop (good week for peer observations)
11/5 Micro-teaching (good week for peer observations)
11/12 Microteaching (good week for peer observations)
11/19 Wiki workshop
11/26 Holiday
12/3 ESL Toolkit presentations; Toolkits due. Journals due.
Thursday 5-7:50 pm Fall 2008
Instructor: Dr. Kathleen McInerney
Office: Education 245
Office hours: T 9-1; Th 4-5 and by appt.
(773) 995-2066
khmcinerney@gmail.com
Course syllabus is on our wiki: http://tesolinteramericanos.wikispaces.com
All course materials are also available on BlackBoard.
ADA: Chicago State University complies with the Americans with Disabilities Act in making reasonable accommodations for students with disabilities. If you have an established disability as defined in the ADA and would like to request accommodations, please see the instructor as soon as possible. You should also contact Disabled Student Services in Room 192, Student Union Building at: 773-995-4401.
This course follows the CSU College of Education Conceptual Framework (PACTS), preparing all candidates to succeed in helping urban children learn by promoting: Professionals who are knowledgeable and competent practitioners. As professionals, they will exhibit appropriate skills, dispositions and ability to develop best practices and Assessments for effective instruction for K-12 learners in an urban setting. Our candidates show evidence of requisite Content Knowledge competences and proficiencies that incorporate Technology and impact students learning. Teaching and learning are informed by Standards to maximize the preparedness of candidates and to maintain the effectiveness of the Unit.
COURSE PREREQUISITIES: BIL 365 (3100) or Consent of the department
COURSE DESCRIPTION: Techniques, methods and materials for teaching English as a Second Language. Development of a unit and lesson plans appropriate for LEP children. Students will be placed in ESL classrooms where they will conduct twenty hours of supervised tutoring.
COURSE OBJECTIVES:
As a result of their classroom and clinical learning experiences students will be able to:
1. construct learning experiences that display an integration of skills across disciplines;
2. adapt materials, instructional methods and assessment to meet the needs of second language learners based on study of implications of current research findings and innovative teaching techniques;
3. analyze data collected in field experience to be used to inform instructional planning;
4. align content, objectives, and teaching behaviors to the selection and analysis of teaching and evaluation materials for students;
5. apply a variety of developmentally appropriate experiences that demonstrate varied approaches to knowledge construction and second language development.
ASSESSMENT/CURRICULUM ALIGNMENT CHART
1. Key: CF = Conceptual Framework; IPTS = Illinois Professional Teaching Standards; CLAS = Core Language Arts Standards; TS = Technology Standards; and CS= Content Area Standards
CURRICULUM ALIGNMENT CHART
COURSE
OBJ #’s PEFORMANCE TASKS WEIGHT STANDARDS LINK
CF IPTS CLAS TS CS
1-5 SIOP Lesson Plans 20% 1-5 1-8,10 123 2 1-8,10
3 ESL Teacher Toolkit 20% 1-2,4-5 1-4,6 1 2 1-4,6
1-5 Micro-teaching & analysis 20% 1-5 1-8,10 23 2 1-8,10
1-5 Wikispace 20% 2,4-5 1-7 1, 2 1-7
1-5 Field Hours 20% 2-,45 1-7 1-7
Key: CF = Conceptual Framework; IPTS = Illinois Professional Teaching Standards; CLAS = Core Language Arts Standards; TS = Technology Standards; and CS= Content Area Standards
COURSE REQUIREMENTS AND ASSIGNMENTS:
The following are descriptions of required assignments. You will also receive assignment sheets with specific directions for completion of written and oral assignments, as well as evaluation criteria. In general, effort and insightful thought will be rewarded in this course.
1. ESL Toolkit
This toolkit will serve as a resource for you as well as for teachers internationally: in partnership with Centro de Estudios Intermericanos in Cuenca, Ecuador, we will publish electronic copies of the ESL Toolkit on your internet wikispace. Your lesson plans (above) will be included in the handbook as well as teaching resources gathered from other sources. Time will be devoted in class to creating and publishing the ESL Toolkit. 20 pts.
2. Five Lesson Plans
You will design two lesson plans using the SIOP lesson plan format (Appendix B) 20 pts.
3. Microteaching and Analysis
You will deliver an abbreviated version (20 minutes) of one of the required lesson plans (#2) in our class. Peers will evaluate your lesson using the SIOP (Appendix A pp. 222-229). 20 pts.
4. Field Hours and FH journal (20 hours)
You will be completing 18 field hours in your own classroom as well as two field hours observing and evaluating (using SIOP) two peers implementing a SIOP lesson. You will write a 1-page journal entry for each field hour, focusing your observations on ELL teaching and learning. Journal entries are informal and may be handwritten in a small notebook. Evaluations of peers will not be turned in to me, but your response to observing as well as being observed should be addressed in your journal. You may turn in your journal any time all requirements are completed. An e-journal is fine too. 20 pts.
5. Wikispace. http://www.wikispaces.com/site/for/teachers
You will create a wikispace and publish your ESL Toolkit there as well as link your wikispace to mine: http://tesolinteramericanos.wikispaces.com/. 20 pts.
Attendance and participation: In order to fully participate in class students must be present for the discussion. If a student must miss a class or will be late, he/she is required to contact the instructor by phone or e-mail. University policy states that a student can be dropped from a class if he/she misses two or more class sessions.
E-mail/Blackboard: All students must have an active CSU e-mail address and be able to handle e-mail correspondence. This course will be supported by Blackboard and a CSU e-mail address is required. Some of the assignments in the class must be e-mailed and it will be the best form of communication between the group and the instructor.
GRADING POLICY:
A = 100-93 points B = 92-84 points C = 83-75 points D = 74-66 points F = 65 and below points
Required Texts
Echeviarria, Making Content Comprehensible for English Language Learners: The SIOP Model (3rd edition)
Academic Honesty Policy: All work in this class must be the student’s own work. Cheating, plagiarism or other academic dishonesty is clearly a serious violation of academic standards and will be dealt with accordingly. Also see the CSU Catalog for information related to academic honesty. Appropriate acknowledgements must be provided for all work referenced.
Evacuation Procedure Request: In order to maximize emergency preparedness, students who may need assistance in evacuating the building are asked to inform their instructors at the beginning of each semester. This request is made only to improve the safety of all members of the CSU community.
Code of Ethics: Please see Student Handbook http://www.csu.edu/CollegeOfEducation/coldocs.htm and http://www.nea.org/code.html.
Religious Observances: Please let me know if you will need to miss class for this reason.
Extra credit: volunteer at the Teachers for Social Justice Curriculum Fair at Orozco School on Saturday, November 22. Write a paragraph or two on our wikispace about what you gained from workshops/handouts/conversations. www.teachersforjustice.org (5)
Agenda Course introduction
9/3 1.Introducing Sheltered Instruction. Demographic Changes. English Learner Diversity. School Reform and Accountability in the 21st Century. Academic Literacy. Changes in Instructional Practice for English Learners. The Sheltered Instruction Observation Protocol. The SIOP Model. Implementing the SIOP Model: Getting Started.
2. Lesson Preparation.
Content Objectives Clearly Defined for Students.Language Objectives Clearly Defined for Students. Writing Language and Content Objectives. Content Concepts Appropriate for Age and Eductaional Background. Supplementary Materials Used to a High Degree.Adaptation of Content to All Levels of Student Proficiency. Meaningful Activities That Integrate Lesson Concepts with Language Practice. Using the SIOP Protocol. The Lesson.
9/10 3. Building Background.
Concepts Linked to Students' Background. Links Made Between Past Learning and New Concepts. Key Vocabulary Emphasized.Developing Content Language. Developing School Language. The Lesson.
4. Comprehensible Input.
Appropriate Speech for ELLs. Explanation of Academic Tasks. Use of Techniques. The Lesson.
9/17 5. Strategies.
Strategies. Scaffolding Techniques. Questioning. The Lesson.
6. Interaction.
Opportunities for Interaction. -Oral Language Development -Other Opportunities for Interaction, Grouping Configurations. Wait Time. Clarify Key Concepts in L1.The Lesson.
9/24 7. Practice/Application.
Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content. Activities Provided for Students to Apply Content and Language Knowledge. Activities that Integrate all Language Skills. The Lesson. Lesson plans due.
10/1 8. Lesson Delivery.
Content Objectives Clearly Supported by Lesson Delivery. Language Objectives Clearly Supported by Lesson Delivery. Meeting Content and Language Objectives, Students Engaged 90% - 100% of the Period, Pacing of Lesson Appropriate to Students' Ability Levels, The Lesson.
9.Review/Assessment.
Review of Key Vocabulary. Review of Key Content Concepts. Providing Feedback on Student Output. Assessment of Lesson Objectives. The Lesson.
10/8 10. Issues of Reading Development and Special Education for English Learners.
Issues of Reading Development and Assessment. Issues Related to Special Education. Special Education Services: When are They Appropriate? Assisting Struggling Learners. Students with Special Needs.
10/15 11. Effective Use of the SIOP Protocol.
Scoring and Interpretation of the SIOP Protocol. Assigning Scores Not Applicable (NA) Category Calculating Scores, Sample Lesson Using SIOP Scores and comments. Reliability and Validity of the SIOP.
10/22 Toolkit workshop (good week for peer observations)
10/29 Internet workshop (good week for peer observations)
11/5 Micro-teaching (good week for peer observations)
11/12 Microteaching (good week for peer observations)
11/19 Wiki workshop
11/26 Holiday
12/3 ESL Toolkit presentations; Toolkits due. Journals due.